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Parts Known & Unknown: Exploring the Borders of Truth, Reconciliation and Redress

Every Child Matters


Parts Known & Unknown:  Exploring the Borders of Truth, Reconciliation and Redress

W. Kamau Bell joined Anthony Bourdain in Kenya in what was to be the final season of the CNN series, Parts Unknown. Kamau has roots in Kenya and this was his first time travelling to the motherlands of his people, and he stated something that I thought was interesting. He said something like, “coming to Kenya, you know, it’s nice to have a diasporic-kind-of-connection, even though I did not come from Kenya, but I have roots in Kenya, and even if that frame that the connection was built through was colonialism.”

It made me think about what it would be like for someone like myself to travel to the ancestral homes of my people. Well, this is my home. Certainly, more than it is your home, and in this era of truth and reconciliation, it is now both my home as much as it is your home. I come from no other place in the world than from right here, diitiidʔaaʔtx̣ – Ditidaht, we are the Nuuchahnulth and the seas for miles of shoreline and all of the land on the western side of our Vancouver Island home, from Point No Point in the south to Brooks Peninsula in the north, is Nuuchahnulth territory, our haahuulthii.

In the conclusion of that episode with W. Kamau Bell in Parts Unknown, Tony narrates an epilogue, “Who gets to tell the stories? This is a question asked often. The answer in this case, for better or for worse, is I do, at least this time out. I do my best, I look, I listen, but in the end, I know it’s my story. Not Kamau’s, not Kenya’s, or Kenyans’. Those stories are yet to be heard.”

It’s important for colonial settlers, and for new settlers, to Canada to consider who you are and where you come from, and what it means to live in British Columbia, and to think about your own frame of reference as being truly Canadian, even if that frame that the connection was built through was colonialism. The context, the narrative, the history, the good or bad of it, the story of what it means to be Canadian is apart and a part of your individual and shared story as a British Columbian, as a Canadian, as an unwelcomed or welcomed colonial settler, and as a new settler. The stories that have yet to be heard, and are now starting in some ways to be told, is our story, my story, of what it means to be diitiidʔaaʔtx̣, to be Nuuchahnulth, to be First Nations, to be Indigenous, and to also be Canadian in this country and in this province.

The National Day for Truth and Reconciliation is a unique opportunity to bridge the divide of our individual and collective stories, our distinct and shared experiences, and our united effort to right and write a new history chaptered with the stories of a sincere determination to tell the truths of the past, to reaffirm and renew our commitments to reconcile all things oppressive, racist and insufferable, and to create an honest and just redress for all Indigenous – First Nations, Inuit, Métis – peoples. It would be momentous to proclaim someday that we all come from a country in which the frame that the connection was built through was equality, acceptance and compassion.

It’s fair to ask, “What will you do between October 1st, 2022 and September 29th, 2023, to recognize your part in this history, this story, and what will you actively do to shift the narrative?” We’re at an urgent time in our country’s history to thoughtfully and actively explore all parts known and unknown in our ongoing journey to come to terms with each other and with our past, and with the present day. I look forward to the work ahead this year, and I’ll look forward to us hearing each other’s stories next year and in the many years to come.

With Respect,

Derek Thompson – Thlaapkiituup
Indigenous Initiatives Advisor, Office of Respectful Environments, Equity, Diversity & Inclusion


Continue Learning

“The time to make things happen is now. The time to seek out our individual and shared power is now.”

Read the Message from the Indigenous Initiatives Advisor, Derek Thompson – Thlaapkiituuphere

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REDI Best Practices: Receiving Feedback Well

Research Voices from the Field with Katherine Wisener

Research Voices from the Field with Katherine Wisener

Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.

In this second edition, Katherine Wisener, Associate Director, Faculty Development, reflects on why she co-authored “Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers” and how it can be relevant to educators in medicine.


Katherine Wisener, Associate Director, Faculty Development, reflects on why she co-authored “Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers” and how it can be relevant to educators in medicine.

I have been involved in faculty development for over 10 years, and during that time have become particularly interested in better understanding the motivations of our teaching faculty. Our health professions education programs thrive because of our dedicated teachers, and at the same time, recruitment and retention of faculty to teach in some contexts is a persistent challenge—not just here in British Columbia, but also nationally and internationally. When I started asking faculty about what kept them engaged in their teaching roles, they shared that feedback from learners was particularly motivating. On the other side of this same coin, they shared that oftentimes, the feedback they received from learners was brief, vague, and lacklustre. In this article, we spoke to medical students about their approaches and challenges in providing feedback to their teachers (known as “upward feedback”). While I knew going into this project that power dynamics would make the provision of constructive upward feedback challenging, the extent to which power dynamics were pervasive in influencing learners’ approaches in general was surprising. For example, learners hesitate to offer even positive feedback to their teachers for fear of being perceived as sentimental, which they feel could pose risks to their assessments/grades. This paper is a valuable read so we can better understand the many ways in which learners struggle to give feedback to their educators and better support upward feedback processes—for the sake of both our learners and teachers.


Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers

Authors: Katherine WisenerKimberlee HartErik DriessenCary CuncicKiran Veerapen, and Kevin Eva

Abstract

Feedback from learners is known to be an important motivator for medical teachers, but it can be de-motivating if delivered poorly, leaving teachers frustrated and uncertain. Research has identified challenges learners face in providing upward feedback, but has not explored how challenges influence learners’ goals and approaches to giving feedback. This study explored learner perspectives on providing feedback to teachers to advance understanding of how to optimize upward feedback quality.

We conducted semi-structured interviews with 16 learners from the MD program at the University of British Columbia. Applying an interpretive description methodology, interviews continued until data sufficiency was achieved. Iterative analysis accounted for general trends across seniority, site of training, age and gender as well as individual variations.

Learners articulated well-intentioned goals in relation to upward feedback (e.g., to encourage effective teaching practices). However, conflicting priorities such as protecting one’s image created tensions leading to feedback that was discordant with teaching quality. Several factors, including the number of feedback requests learners face and whether learners think their feedback is meaningful mediated the extent to which upward feedback goals or competing goals were enacted.

Our findings offer a nuanced understanding of the complexities that influence learners’ approaches to upward feedback when challenges arise. In particular, goal conflicts make it difficult for learners to contribute to teacher support through upward feedback. Efforts to encourage the quality of upward feedback should begin with reducing competition between goals by addressing factors that mediate goal prioritization.


Have you’ve published or come across valuable research on the praxis of REDI in medicine? Share it today.

We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.

Building a More Welcoming Movement Toward a Just Culture

Join REDI’s Fourth Annual Symposium on Tuesday, June 10th, 2025, from 9:00 am – 1:00 pm, to meet health care professionals, researchers, EDI experts, and educators who are drawing on evidence-based approaches in psychology, social change, and transformative education as we explore new pathways for creating lasting, inclusive change—grounded in science, compassion, and care. This is an invitation to reflect on what motivates real cultural change. How can we create movements that feel hopeful and actionable? How do we foster resilience in ourselves and others while working towards environments where inclusivity is not just a goal but a part of the practice of creating change? (Read the full description.)

Building a More Welcoming Movement Toward a Just Culture

Speaker bios

Shakil Choudhury (He/Him)

Keynote Speaker

Shakil Choudhury (He/him),
Author, Co-Founder & CVO of Anima Leadership

Shakil (Sha-KEEL) is an author, co-founder, and CVO of Anima Leadership, a global-reaching, socially innovative boutique firm that has continued to revolutionize EDI (equity, diversity, and inclusion) work in organizations and communities since 2006. Teaching, consulting, and coaching transformative change with a compassionate yet scientific approach. Over the last twenty-five years, Shakil has inspired, educated, and coached thousands of individuals and hundreds of organizations in the field of racial justice, diversity, and inclusion. He coaches executive teams and has worked with thousands of leaders across sectors in Canada and the United States to help improve their equity outcomes. Shakil also facilitates dialogue processes to resolve inter-group conflict, having led projects internationally as well as with organizations locally. He is the author of Deep Diversity: A Compassionate, Scientific Approach to Achieving Racial Justice (2021). Written in an accessible, storytelling manner, many have called it a “breakthrough” book on issues of systemic racial discrimination due to its non-judgmental approach that integrates human psychology with critical race perspectives. Shakil’s most challenging and rewarding management experience, however, involves his two high-spirited children repeatedly teaching him the humble lessons of fatherhood. To clear his head during the week, Shakil loves to run the beautiful ravine trails near his home in Toronto.


Panelists

Katie Lee Bunting (She/her), MScOT, Reg. OT (BC), PhD (student),

Katie Lee Bunting (She/her), MScOT, Reg. OT (BC), PhD (student),
Associate Professor of Teaching & MOT;
Curriculum Chair, Department of Occupational Science and Occupational Therapy

I feel very fortunate and deeply grateful to have worked with a diversity of folks across practice contexts for over 10 years as an occupational therapist. I transitioned to education in 2014 and am an Associate Professor of Teaching with the Department of Occupational Therapy and Occupational Science in the Faculty of Medicine at the University of British Columbia. My teaching is rooted in a critical and relational approach (you can read more about my approach to teaching here). I am currently completing my PhD with the School of Health Professions Education at Maastricht University under the supervision of Dr. Anja Krumeich and Dr. Laura Nimmon. My doctoral research is on developing our understanding of love as an educational approach in Health Professions Education. 

Outside of work, I value the time I spend with my partner and kids, our dog, and my friends and extended family. I find meaning in cooking, resting, reading poetry, spending time in nature, and am a nascent embroiderer. 

I am indebted and deeply grateful to the Stó:lō Nation, the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh) Nation, and the xʷməθkʷəy̓əm (Musqueam) Nation, who are, and have been since time immemorial (see Dr. Paulette Steeves’ work), stewards to the lands that now nourish me and my family. My ancestry is mostly Irish, and my ancestors were settlers.

Netta Weinstein (She/her)

Netta Weinstein (She/her),
Social Psychologist and Professor of Psychology, University of Reading, UK

Netta Weinstein is a social psychologist and a professor of Psychology at the University of Reading in the UK. Her research identifies the social conditions that motivate deep buy-in for promoting inclusion.

Nikki Legate (She/her),
Clinical Psychologist, and Associate Professor, Department of Psychology, Illinois Institute of Technology

Nikki Legate is a clinical psychologist and an associate professor in the Department of Psychology at Illinois Institute of Technology. Her research focuses on the conditions that promote resilience and reduce health disparities in marginalized individuals, and the conditions that motivate greater inclusivity in the general population. 

Dr. Saleem Razack

Saleem Razack (He/Him),
Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor

Dr. Razack is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Dr. Razack advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.


Moderators

Maï Yasué

Dr. Maï Yasué (She/her),
Associate Director, REDI

Dr. Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.

Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.

Harpreet Ahuja (She/ Her),

Harpreet Ahuja (She/her),
Equity Advisor, REDI

Harpreet Ahuja (She/Her/Hers) is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, she offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.

Harpreet is the daughter of an immigrant father from India and a Labradorian Inuit-Polish mother. She was born and raised in Montreal studying in French, then spent her teenage years in downtown Toronto. Her culturally diverse upbringing ignited her curiosity and fueled her passion for social justice.

Her journey into Equity, Diversity, and Inclusion (EDI) awareness began as a law student when she was nominated by the faculty of law to serve as the Vice President of Equity for the Common Law Student Society. She carried her EDI change management experience into her role as an Investigator in the Critical Injuries and Deaths Division with BC’s Office of the Representative for Children and Youth, where she worked to prevent the deaths of vulnerable children in government care.

Harpreet’s approach to embedding EDI is informed by an international context. She has worked on death penalty cases in Malawi, studied genocide education in Rwanda, and Holocaust education in Poland and Germany. She provided legal assistance to migrants on the U.S.-Mexico border and resettled LGBTQI+ Syrian refugees, working out of a satellite office in Israel. She wrote children’s books for schools in Honduras and taught English to university students in Ecuador. Most recently, in October 2022, she worked as an Electoral Observer for the Office for Democratic Institutions and Human Rights in Bosnia and Herzegovina.
Harpreet is a lawyer by training, holding a law degree from the University of Ottawa (2017) and a Master of Laws degree in International and Comparative Law from the University of California, Los Angeles (UCLA) School of Law (2019). During her time at UCLA, she was honoured with the Dean’s Tuition Fellowship Award, UCLA School of Law’s Public Interest Award, and a post-graduate fellowship at Yale Law School. Her legal career began with Legal Aid Ontario, where she gained experience in refugee law, aboriginal law, and criminal litigation. She was subsequently Called to the Bar in Ontario and British Columbia.

Prior to joining our team, Harpreet served at arms-length for BC Corrections in the Adult Custody Division, where she was appointed by the Assistant Deputy Minister in the Ministry of Public Safety and Solicitor General as an independent decision-maker presiding over disciplinary hearings within the 10 provincial correctional centres in BC.

Harpreet acknowledges that she is on the stolen lands of the unceded territories of the xʷməθkʷəy̓əm (Musqueam Indian Band), Sḵwx̱wú7mesh (Squamish Nation), and səlilwətaɬ (Tsleil-Waututh Nation). She expresses gratitude to Indigenous Peoples for their enduring connection to their lands and is committed to learning how to work in solidarity as an accomplice in shifting the colonial default.ce and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.

Madison Tardif

Madison Tardif, Equity Advisor, REDI

Madison Tardif is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, she offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.


Description

In today’s climate, some EDI efforts may seem stuck—perceived as punitive, compliance-driven, or relying too heavily on calling-out. What can we do to create a movement that can welcome all of the diverse clinicians, learners and staff who are deeply committed to the key goals of equity and inclusion?

Key topics include:

Creating Inclusive Movements and Bridging Polarization: How can we build inclusive movements that allow for disagreement, complexity, and diverse perspectives, while still working toward shared goals?

The Science of Motivation and Cultural Change: How can we move beyond compliance and fear to build genuine commitment and inspiration for EDI? What does research tell us about how to motivate lasting change?

Calling In vs. Calling Out: What skills and practices help us foster growth, relationships and accountability while reducing fear and defensiveness? How can we build movements that embrace mistakes and encourage learning?

Wellbeing and Pro-Social Behaviour: How can EDI work be a source of meaning, connection, and personal wellbeing, especially for those feeling burned out or disillusioned? How can we find meaning, joy, and hope, even when the path feels long and uncertain?

Inclusive Leadership: What competencies do institutional leaders and EDI actors need to support deeper commitments, enduring culture change—beyond checklists and compliance?


Topic: Building a More Welcoming Movement Toward a Just Culture

Date: Tuesday, June 10th, 2025

Time: 9:00 am – 1:00 pm PT

Location: Livestream


International Women’s Day (2025)

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Advancing Inclusive Research in Medicine: Anti-Racist and Decolonial Approaches

How can medical and health researchers foster more reciprocal, collaborative, and inclusive research practices? How do we ensure our research environments and collaborations are culturally sensitive, anti-racist, and welcoming to communities from historically, systemically, and persistently marginalized (HSPM) backgrounds? Join us on Friday, May 16th, 2025, from 12:00 pm – 1:30 pm (PST) for “Advancing Inclusive Research in Medicine: Anti-Racist and Decolonial Approaches. In this It Starts With Us session, we will have a discussion with researchers who are actively integrating anti-racist and decolonial principles into their work. This session will explore practical strategies for building meaningful research partnerships with marginalized communities and creating inclusive lab or research group environments. Whether you’re a principal investigator, graduate student, clinician, or health professional, you will gain tangible skills and inspiration to create more inclusive and collaborative research

Advancing Inclusive Research in Medicine: Anti-Racist and Decolonial Approaches

Speaker bios

Ninan Abraham (He/Him),

Ninan Abraham (He/Him), Ph.D.,
Dir. EDI&I, CoVaRRNet,
Professor Department of Microbiology and Immunology,
Professor, Department of Zoology

Dr. Ninan Abraham is a father, immigrant settler and Professor in the UBC Department of Microbiology and Immunology and the Department of Zoology. His research focuses on the regulatory points in immune cell control in airway immunity to pathogens and in lung cancer. As the former Associate Dean, Equity, Diversity and Inclusion at the UBC Faculty of Science, he had responsibility for EDI initiatives, including the training of faculty search committees, faculty data analysis and reporting on EDI progress for the Faculty of Science. He served as Director of EDI&I for CoVaRR-Net, a national network of COVID researchers and has keen interest in health equity, racial inequities in research and how science serves society equitably.

Nitasha Puri 

Nitasha Puri (She/Her), MD CCFP(AM) dipl.ABAM FASAM,
Clinical Associate Professor, Department of Family Practice, UBC,
Staff Physician, Addiction Medicine and Substance Use Services, Fraser Health Authority

Dr. Nitasha Puri is a clinical assistant professor in the Faculty of Medicine at the University of British Columbia, and staff physician in the Department of Addiction Medicine and Substance Use Services at Fraser Health .

Her research interests broadly centre upon substance use among racialized populations, healing and recovery, and health equity. Originally trained in family medicine, she completed the clinical and research fellowships at the British Columbia Centre on Substance Use, and is currently involved in teaching, clinical research, clinical service provision, and policy and guideline development.

Scott Ramsay (He/Him),

Scott Ramsay (He/Him), PhD, RN,
Assistant Professor, School of Nursing, Faculty of Applied Science, UBC
Nurse Clinician, The Neurological Care Centre, BC Children’s Hospital,
Investigator, BC Children’s Hospital Research Institute,
Health Professional-Investigator, Michael Smith Health Research BC

Dr. Scott Ramsay is Métis, an Assistant Professor in the School of Nursing at the University of British Columbia, and a nurse clinician scientist within BC Children’s Hospital. He uses his lived experience having sustained multiple concussions and clinical experience providing care to children and their families to guide research, policy, care, and education for children with brain injury in British Columbia. Scott is committed to community-based research principles through active engagement of individuals, clinicians, service providers, and organizations. Dr. Ramsay directs a research programme on health care delivery and nursing practice with children and adolescents experiencing mild traumatic brain injury, or concussion. His focus is on preventing and reducing injury. As a specific interest within that he aims to measure the impact of concussions on children and youth, their families, and the health care system. He has expertise in population data, health services, and clinical research studies.


Moderators

Maï Yasué

Dr. Maï Yasué (She/Her),
Associate Director, REDI

Dr. Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.

Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.


Topic: Advancing Inclusive Research in Medicine: Anti-Racist and Decolonial Approaches

Date: Friday, May 16th, 2025,

Time: 12:00 – 1:30 pm PT

Location: Livestream